9.24.2013

Modern Learners and the Student Perspective

On two recent occasions, I had the privilege of attending both the kickoff Student Advisory Group  meeting, and the Castle View High School Modern Learners evening panel discussion.

The Student Advisory Group (SAG) is an official committee of the Board of Education.  Several students from each high school work directly with the Superintendent and district administrators, creating an opportunity for the district and Board to hear directly from a focus group of students.  We ask them to provide us with feedback on what they think about their education, and to help foster communication between staff, the Board and students.  The space on the dais at Board of Education meetings designated "Student Voice" is primarily filled by SAG students.

District staff led a group discussion with SAG members to help launch the pilot program for the student satisfaction survey.  The district is cultivating teacher practitioners who continually adjust their instruction based upon feedback from their learners.  The survey will be an important mechanism for teachers.

Students have some very keen insights into what is satisfying to them as learners.  When asked to describe what a great teacher looks like, these were some of the things they had to say.

  • We will be more excited to learn if the teacher is excited to teach us.
  • Sometimes teachers think they are teaching us but they aren't; they need to make it simpler for us and spell it out.
  • We want teachers to take the time to talk to us. We don't want them make us feel dumb or like we are taking time away from what they are doing.
  • We like for things to be straightforward.  But at the same time, don't show us the easiest problem and then expect us to understand everything.
  • Sometimes when a teacher makes us want to learn, it doesn't have much to do with the class or subject; they make us want to come to class.
  • When teachers insult our intelligence, it's the worst.
In the past, I have heard some people express concerns that students can't possibly know how to determine what makes a good teacher.  They may scorn teachers who are perceived as "hard," or only grade teachers well whom they like--not teachers who are actually good.  Students dismissed this idea.  They are interested in teachers who will challenge and engage them, make their work relevant, and help them see the value in their class work.  For those who still want to scoff at the validity of student feedback, the Bill and Melinda Gates Foundation did a formal study called the Measures of Effective Teaching (MET) Project.  Their initial findings show that student perceptions are a remarkable predictor of academic achievement.  

DCSD's pilot student survey will take place in the spring.  Student volunteers were solicited to help DCSD staff, including teachers and the World-Class Education Department, develop the surveys. 

This leads me to the Modern Learners Symposium at Castle View High School (CVHS) last week.  CVHS brought a panel of nine educators to discuss the challenges for the future of American education in preparing students for the future.  

I was happy to see that the educator panel had views that were in line with what the students wanted for their educational experience.  Dr. John Lanning, for example, an educator at the University of Colorado at Denver, notes that engagement makes kids successful.  Dr. Tim Kubik, who has worked on numerous initiatives to increase student engagement, believes that students need meaningful things to work on, with real context and complexity, if they are to be engaged.  Michelle Baldwin, an educator at Anastasis Academy in Centennial, remarked that if students have more choice and voice in their own education, they'll be successful--it has to be about the learner, not the content.  

Every member of the panel had a particular perspective on how to move education into the future for our students.  All of our students in the SAG meeting had something to contribute to the discussion about student satisfaction and perspectives.  Although the two sessions were over ten days apart, many of the same themes were present.  Engaging students with meaningful learning experiences, and providing them with choices and a hand in their own futures, will make kids' education into a far more successful and satisfying experience.  I am so proud to be part of our district, where educators have moved beyond conversations and toward action in creating the future of American education.

4.09.2013

Learning lessons from student opinions on schedules


As the BOE liaison to the Student Advisory Group (SAG), an official committee of the Board, I love to hear what students think.  Students underwent a significant change this year at most high schools, switching to an eight-period day with more time spent in block scheduling.  At Chaparral High School, students were surveyed in December to determine their experiences and opinions on the schedule.  Principal Ron Peterson commissioned the survey to help inform Chaparral staff of possible tweaks and changes that could be made for next year.  The BOE was not involved in the survey timing or design; however, we are interested in its results as we look forward to next year.

Results Overview

The survey was conducted in a student’s English class to try to get maximum participation; 1548 students responded, roughly evenly split across all four grades.  The majority, 78%, is taking six (23%) or seven (55%) classes; first semester, 58% had one off period and 23% had two.  A large majority, 68%, said that they like the schedule this year.  Another 17% was undecided.  Finally, 15% say that they do not like it.

 These were some of the positive responses
students shared from the 1548 surveys returned.
Students were given an array of choices as to what they like about the new schedule.  They could choose multiple options, leading to a sum of over 100%.  The largest majority, 79%, indicated that it was because they don’t have the same classes every day.  Other popular answers included “I get a lot done with longer periods” (67%), “Less homework each night” (61%), and “Time to finish what we start” (58%).  Many said that the schedule is “not as bad as I thought it would be” (63%).

Opinions were also sought on things that students don’t like about the schedule.  The largest group (66%) said that they found it “hard to pay attention for that long.”  Another 53% said that they had too many quizzes or tests on the 8 period days.  None of the other answers garnered a majority, although numerous students (44%) opined that they felt “overwhelmed missing a block class because 1 period = 2 periods of work missed” and an additional 39% stated that they felt more homework was given in each class.

Students use their free periods for many different activities.  Again, given a list from which to choose, most students (75%) said that they used the free time for homework and to see teachers.  Studying was a choice of 68%.  Going to the testing make-up center is an option (38%), as is going to the library (43%). Some of these same students also seek balance by socializing with friends (57%) and leaving campus (50%).

What should we keep with the schedule?  An overwhelming 92% want Chaparral to keep its off periods.  Another 60% want to keep blocks at 4 periods per day.  Additional answers included “the current bell schedule" (40%), and "homeroom 2 times a week" (41%).

As for what we should change, students would like a longer lunch (56%) and longer homeroom time (48%).  Only 7% want to allow everyone to take 8 classes. 

Commentary

Obviously, the data set is only partially represented by the summary above.  However, overall, students like the new schedule for many reasons.  There are opportunities for improvement as Chaparral moves into next year.  The survey is a great learning experience for DCSD as a whole. 

Our administrators have indicated that the expanded schedule, with increased opportunities for students, is better for our high schools overall.  Next year, the administration projects that increased funding will allow all students to take as many classes as they want.  Our teachers have stepped up to teach more classes and help students achieve their academic goals.  Our principals and building staff have taken on increased workloads to give kids these choices.  We are truly fortunate to have such professionals in our district.

Since this is the first year that our high schools have changed to this schedule en masse, we can benefit from lessons learned.  Our students have given us many ideas for what we can do better.  Students tell me that they would like increased access to their teachers during homeroom or advisement and their off periods.  They also generally dislike the rushed feel of eight period days, due to the large increase in passing periods over the block days.  On the positive side, they have told me that they learn to manage their time well and feel prepared for the adjustment that they will face as they go to college.  They also believe they have a chance to sink their teeth into a subject on any given block day thanks to the additional time, and that now classes on eight-period days seem like they are just getting started when it is time to move on to the next class.

I am extremely proud of our district and our students for the way they have approached this new schedule.  I believe our administrators at the high school level can work with their respective student, teacher, and parent populations to come up with solutions and refinements that meet the needs of each individual school. 

3.08.2013

How to Get to Seven: The Rest of the Replacement Process


On Tuesday night, the Board interviewed thirteen people who have expressed interest in being the replacement for the District D vacancy.  Two people withdrew; the rest came to the Board room in 15-20 minute increments to discuss their backgrounds and vision for the school district as well as to answer questions from the Board.

The candidates consisted of a wide range of citizens from within District D boundaries.  I had a great time listening to them describe their interest in education and their responses to all of our questions. 

The Board convened in executive session following the meeting to learn of the statutory guidelines for the next steps.  No candidates were discussed in this session; statute doesn't permit this, and in any case the Board wants these discussions to be fully public.  The Board settled on having two additional special meetings to accomplish three objectives: 1) ensure all discussions of the candidates occurs in open session, for both transparency’s sake and for the benefit of the public; 2) to nominate finalists to give the Board time to follow up individually with candidates before the appointment process, and 3) to appoint the new Director prior to the statutory deadline of March 16th.

The first meeting will occur on Monday the 11th.  There is essentially one item on the agenda: to nominate finalists.  Board members may choose to participate by phone if they can’t attend in person.  The Board will nominate up to five finalists, with each person nominated requiring a second.  Because of this, there may be fewer than five.  Each Board member will have a chance to speak on behalf of any of the candidates after the nominations.

The second meeting will take place on Thursday the 14th.  The Board will have another chance to interview the finalists.  After that, a vote will take place that will formally fill the vacancy.  After that, the new Board member will be able to vote with the rest of us to elect a new Vice President.

I am looking forward to the final steps in this process.  We have a very high-caliber pool of candidates from which to choose.   I welcome input from any citizen regarding any of the candidates that were interviewed in Tuesday night.  

3.04.2013

Searching for a good board member: the latest

Here’s an update on the process to interview candidates for the vacant District D Board of Education seat.

Rather than having Board members try to agree on a few candidates to interview, President Carson has suggested that we interview every candidate to give everyone an opportunity to address the Board.  That way, every applicant can outline what he or she hopes to contribute to the Board.  The rest of the Board liked this idea.  Tomorrow evening, March 5, we will interview all of the candidates for 15 to 20 minutes, beginning at 4:30 pm.

All candidate interviews are open to the public, although each candidate will not be permitted to watch the others’ presentations.  Each will have a chance to distribute written materials.  The interviews will be conducted in the Board room at Wilcox.  After all the interviews are completed, the Board will discuss how we want to narrow the field down to a few finalists.

Here’s the schedule, past, present and future: 
  • Online application period closed: February 22nd
  • Application review ending: March 1st
  • First round of interviews 15 minutes each: March 5th
  • Second round of interviews: TBD
  • Final selection and appointment: March 14th
 Note that because of the statutory deadline, the Board needs to complete interviews within 60 days of former Director Gerken’s resignation, which is March 16th.  The regular meeting scheduled for March 19th would be too late, so the meeting that day will be moved to the 14th.


2.26.2013

In search of a good board member


With the resignation of Director Dan Gerken of Castle Pines, the Board is looking forward to filling his position in accordance with Colorado state statute, which states that the Board must fill his seat within 60 days of his resignation.  The last time a board member resigned was in 2010 with the resignation of Director Ryan Stuart, in district A.  He was replaced with Director Craig Richardson, who continues to hold this seat today.  The replacement process will be virtually the same for Director Gerken’s former seat.

The maps for the director districts can be found here.  Click on any district to be taken to a detailed map.  This feature has been improved since the redrawing of the Director districts in December!

Applicants who have been county residents for a year, live in District D, and are registered to vote were encouraged to apply. 

At the closing of the application period last Friday, we had received 15 names.  We are now in the process of narrowing the list to determine how many will be interviewed.  Board President John Carson has asked all of us board members to give feedback as to whom we’d like to interview.  I’m hoping to see 5 or 6 interviewees.  Interviews are scheduled to be held during the regular board meeting date and time, March 5, with a vote taken to fill the seat by March 14.  At that time, a vote will also be taken to fill the currently vacant board Vice President position.

Here is the list of applicants:
  • Christine Strang
  • Joan Brown (former education administrator)
  • George Teal
  • Michael Glowacki (former education administrator and teacher)
  • Aaron Johnson
  • Dan Coombe
  • Kevin Leung (ran against Dan Gerken in 2009)
  • Barb Wendell (worked as a paraprofessional in DCSD and the Colorado League of Charter Schools)
  • Herbert Rose
  • Dr. Carrie Mendoza (physician at Parker and Castle Rock hospitals)
  • Brant Phillips
  • Judi Reynolds (DAC recording secretary)
  • Steve Dovey
  • Randy Reed (former mayor of Castle Rock)
  • Charcie Russell (board member of Great Choice Douglas County) 

2.11.2013

The Ingredients of Success

Last Friday I had the honor of attending the Douglas County Scouts of the Year breakfast.  Two honorees were presented with awards: Joe, a longtime Scoutmaster who has been involved with Scouting for over 50 years, and Michael, a 17-year-old Scout who has proven himself to be a young man of achievement and character.  It was great to hear of their achievements.

The guest speaker at this event was David Calvert, a wonderfully enthusiastic gentleman with a lot to say in the short time in which he had to say it.  He provided a simple formula for success.

K A S H + P = Success

Being an engineer, I love a good equation.  Mr. Calvert had a scant 20 minutes to speak, but this was plenty of time to fill us in on its meaning, with time left over to throw in a few more words of wisdom.

K is for Knowledge. You will require knowledge to achieve success in all of your endeavors.  Become an expert in your chosen field and it will provide you with the foundation you need.

A is for Attitude.  To my utter delight, Mr. Calvert broke out into song (and not for the first time) when talking about the importance of a positive attitude.  Everything, he said, is a matter of how you look at it.  People with a good attitude can spin a rainy day into something great.

S is for Skill. There is a difference between knowing how to do something, and actually having practiced doing it and becoming good at it.  Sharpen your skills, and you will contribute to your success.

H is for Habit.  Mr. Calvert spoke of discipline and forming good habits in all areas, from exercise to work practices.  The difference between doing something and doing it regularly will show over the long term.

P is for Personality. Once again, we were treated to a song.  In one breath, he advised us to dream big, plan well, work hard and smile a lot! 

Lastly, Mr. Calvert spoke this tantalizing phrase: "What I'm about to tell you will change your life forever."  Everyone in the room waited in suspense.  He relayed a quote from Cicero: "Gratitude is not only the greatest of the virtues but the parent of all others."  Said another way, gratitude is the mother of all virtues.  If you thank people every time they do something nice for you, your life will be transformed; the link between gratitude and one's well-being is shown through scientific studies.

The Boy Scouts of America is an excellent organization; my husband earned his Eagle Scout rank as a teenager and still uses those skills today, speaking fondly of his time in Scouts.  I am proud to support the Scouts, both now and into the future, as they continue to help young men with life skills that will prove to be invaluable and beneficial to them.  

1.15.2013

Fighter pilots and the battle for music education

Yesterday evening I was delighted to attend the Continental League Music Festival at the Boettcher Concert Hall.  Students from every DCSD high school, along with students from Heritage, Regis Jesuit, and Littleton High Schools were selected to participate in three honor ensembles: orchestra, choir and band.  All three groups shared the stage and even performed as a combined ensemble to close the program.  The caliber of these musicians was outstanding; they all put in hard work and are truly to be congratulated.

I usually sit in this section when I attend Colorado Symphony concerts--but it wasn't conducive to seeing the entire group of students!

The three ensemble conductors were accomplished musicians and educators.  During the performances, each took the opportunity to advocate for music education in their own ways.  Being an aerospace engineer who is also a civil servant, one speech in particular resonated with me, although I suspect it would have done so even if I were neither of those two things.  Colonel Lowell Graham (USAF, Ret.), conducted the honor band.  As the former commander and conductor of the U.S. Air Force  Band, he proposed five ways that musicians are like fighter pilots.  Or, as I prefer to think of it, ways that fighter pilots are like musicians.

Work independently.  Fighter pilots are generally alone in the cockpit.  They need to know how to operate the aircraft and use it for the purpose at hand.  Music breaks down to individuals who play individual instruments or sing using individual voices.  Each musician is responsible for his or her own part of the music and must work to learn it themselves.

Work as a team.  A pilot is not alone.  He or she has a ground crew, receives direction from others, and works in tandem to accomplish the mission.  Any musician who has ever worked with any other musician needs to know how to collaborate to make an ensemble piece come to life. 

Look ahead.  Pilots are constantly scanning the horizon and the skies ahead as they fly.  Being a step ahead will help prepare them for engagement with an adversary.  Musicians know how to read ahead and be ready for whatever comes next in the music.  They cannot afford to be immersed only in the present, lest a change take them by surprise.

Multitask.  A fighter jet cockpit is a dizzying array of instrument panels, indicators, switches, dials and knobs.  A pilot must know how to stay informed of anything he or she needs to know in all of these readouts, while paying attention to the skies ahead and while thinking about tactics to wage the battle.  Musicians have multiple things to do when playing or singing with a group as well.  While manipulating the instrument or using a voice to bring the music to life, he or she is also listening to fellow musicians and being attentive to the conductor. Multitasking is a necessity.

Complex problem-solving.  Fighter pilots think on their feet.  There is no time to analyze everything slowly.  Pilots think strategically to address all of the tactical issues that arise in the blink of an eye.  They are analytical and trained to overcome and win conflicts.  Musicians must be the same way.  A musician is translating the music on the sheet—essentially “code” printed on paper—into sound for an audience.  In doing so, the vast array of notes, clefs, ledger lines, key signatures, time signatures, dynamic markings, and other written instructions are simultaneously read to become seamless music that is heard and enjoyed by audiences everywhere.

I find this list extremely compelling.  This list is like a wish list for skills we need our kids to have as they move through school and out into the world.  Training in music and the arts provides these things effortlessly.  No one is struggling to emphasize these things to kids in music ensembles.  They have learned them by default.

Education in music and the arts, unfortunately, is threatened by shortages in resources.  I have never talked to a single person who is cavalier about this, or who is happy with the idea of music and art education going by the wayside in favor of more “basic” subjects like math, reading and writing.  Rather, as Col Graham showed, everyone believes that the arts help our kids be better in those areas.  When I was at CU Boulder, the most common double degree was in engineering and music.  We cannot afford to let arts education continue to slide.

I have been involved in the Patrons program at Chaparral High School for some time now, attending and supporting events throughout the last few years for the performing arts there.  I know other high schools have similar booster programs to help their arts programs.  This is a great start—I want to do more.  I have already been working with other board members to examine ways to augment arts education in DCSD.  The Continental League Music Festival was a great event to revitalize my efforts.  Arts education is too important to sit back and hope for the best.